creators_name: Chanier, Thierry
creators_name: Lamy, Marie-Noelle
creators_name: Reffay, Christophe
creators_name: Betbeder, Marie-Laure
creators_name: Ciekanski, Maud
creators_id: thierry.chanier@univ-fcomte.fr
creators_id: M.N.Lamy@open.ac.uk
creators_id: Christophe.Reffay@univ-fcomte.fr
creators_id: marie-laure.betbeder@univ-fcomte.fr
creators_id: maud.ciekanski@univ-fcomte.fr
type: other
datestamp: 2009-04-24 15:26:29
lastmod: 2011-03-11 08:57:21
metadata_visibility: show
title: LETEC (Learning and Teaching Corpus) Simuligne
ispublished: unpub
subjects: ling-comput
full_text_status: public
keywords: Learning and Teaching Corpus ; online learning ; learning managment system ; French as a foreign language ; intercultural competence
note: http://mulce.org
abstract: Learning and Teaching Corpus of the online educational experiment Simuligne (2001). Its scenario is based on a global simulation for the learning of French as a foreign language. It also includes an intercultural activity, "Interculture", based on the Cultura project. The corpus includes the pedagogical scenario, described in several formats, the research protocol, participant's online interactions and productions (structured in XML), list of participants, licences of use.
The LETEC corpus associated (mce.simu.all.all-CP.zip) is organized as an IMS-CP archive. We define a Learning & Teaching Corpus as a structured entity containing all the elements resulting from a communicative on-line learning situation, whose context is described by an educational scenario and a research protocol. The core data collection includes all the interaction data, the productions of the course participants, and the tracks, resulting from the participants’ actions in the learning environment and stored according to the research protocol. In order to be able to be shared, and to respect participant privacy, these data should be anonymised and a license for its use be provided in the corpus. A derived analysis can be linked to a given set of data under consideration, used or computerized for this analysis. An analysis consisting in data annotation/transcription/transformation, accurately connected to its original data, can be merged with the corpus itself, in order for other researchers to compare their own results on a concurrent analysis or to build their complementary analysis upon these results.
The definition of a Learning & Teaching Corpus as a whole entity comes from the need of explicit links, between interaction data, context and analyses. This explicit context is crucial for an external researcher to interpret the data and to perform its own analyses.
This definition seeks to capture the context of the data stemming from the course in order to allow a researcher to look for, understand and connect this information whether or not he/she was involved in the original course. More details about a LETEC corpus an ist structure at  : http://mulce.univ-fcomte.fr/metadata/LETECorpus-en.pdf
date: 2009-04-20
date_type: completed
refereed: FALSE
referencetext: Chanier, T. (2001).Créer des communautés d'apprentissage  à distance. Les dossiers de l'Ingénierie Educative, 36 (2001) 56-59 ; info:oai/edutice.archives-ouvertes.fr/edutice-00000119
Reffay, C. , Chanier, T.:  "How social network analysis can help to measure cohesion in collaborative distance-learning", Proceeding of Computer Supported Collaborative Learning conference (CSCL'2003), June, Bergen, Norway. Kluwer Acedemic Publisher. pp 343-352 ; info:oai/edutice.archives-ouvertes.fr/edutice-00000422
Reffay, C, Chanier, T., Noras, M. and Betbeder, M.-L. (2008). Contribution à la structuration de corpus d'apprentissage pour un meilleur partage en recherche. In Basque, J. and Reffay, C. (dir.), numéro spécial EPAL (échanger pour apprendre en ligne), Sciences et Technologies de l'Information et de la Communication pour l'Education et la Formation (STICEF), 15, http://sticef.univ-lemans.fr/num/vol2008/01-reffay/sticef_2008_reffay_01p.pdf
Lamy, M-N. (2006) 'Interactive Task Design and the Whole Learner' In Garcia Mayo, P. (ed.) Investigating Tasks in Formal Language Settings, Multilingual Matters. 242-264.
Lamy M-N. and Hassan X.P. (2003) 'What influences reflective interaction in distance peer learning? Evidence from four long-term online learners of French', in Open Learning Journal, Vol 18, n° 1, pp 39-59
citation:   Chanier, Thierry and Lamy, Marie-Noelle and Reffay, Christophe and Betbeder, Marie-Laure and Ciekanski, Maud  (2009) LETEC (Learning and Teaching Corpus) Simuligne.     (Unpublished)  
document_url: http://cogprints.org/6431/1/mce.simu.all.all.meta.pdf
document_url: http://cogprints.org/6431/2/mce.simul.all.all-CP.zip